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8th grade. Teachers of both age groups pointed out that adopting various teaching
methods was beneficial in promoting pupils’ cognitive development, especially in relation
to unfamiliar topics. They also pointed out that selecting the most effective teaching
method was difficult. Three other reasons given for adopting a range of teaching
methods were raised by 5th grade teachers. Adoption of different teaching methods
across classes or within one class period might promote and maintain interest; address
the problems of individuality in a large class and cultivate pupils’ personal development,
in a wide range of competencies.
6.4: Summary of Chapter 6
Many 5th grade teachers perceived that adopting a wide range of teaching methods in
mathematics classes was beneficial for pupils’ cognitive, affective and personal
development. Overall, 5th grade teachers cared about pupils’ positive affective attitudes
towards mathematics learning and about the development of personality, and disliked
pupils putting too much emphasis on observable learning performance. For this reason,
they adopted practical work and group discussion more than 8th grade teachers. Many
5th grade teachers attempted to satisfy individual needs by adopting various teaching
methods in a whole-class session rather than providing pupils with differentiated
materials. Some 8th grade teachers agreed that adopting various teaching methods in
mathematics classes was beneficial for promoting pupils’ positive attitudes. However,
they focused more on pupils’ cognitive development and on satisfying individual needs,
although they perceived that pupils’ positive affective attitudes, especially motivation and
sense of progress, were related to improving performance. Catering for pupils’
enjoyment and sense Ofsecuritywas less emphasised, although pupils’ ∞ncerns about
their performance were sympathetically accepted. In teaching, they normally gave
explanations, asked pupils questions and helped pupils with individualised work. They
were reluctant to adopt new teaching methods because of the heavily loaded curriculum.
Many 5th grade teachers and some 8th grade teachers indicated that they adopted a
variety of teaching methods in mathematics classes because selecting a particular
teaching method was difficult. They perceived that each teaching method had distinctive
advantages and drawbacks. There was no consensus among teachers regarding the
effectiveness of a particular teaching method for pupils’ cognitive and affective
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